School of Education
Doctor of Education (EdD)
Primary Subject Area
Education, Curriculum and Instruction
Evaluation, Observation, Teacher
This dissertation describes a study assessing New Jersey school principals' attitudes towards various characteristics of teacher evaluation and compares perceptions among sub groups. Four-hundred sixty-two building principals completed a survey which measured perceptions of four constructs of teacher evaluation that were selected from current educational theory: teacher evaluation should be founded in a partnership, differentiated for individuals, ongoing, and considerate of student learning outcomes. Principals were examined as sub groups according to gender, level of school, and years of experience. Descriptive statistics indicated that principals agreed that evaluation systems should be part of an ongoing cycle. Principals were neutral to agreeable on two of the constructs measured - student learning and partnership. Principals were neutral to the construct that evaluation procedures should be differentiated for teachers. Participants were not consistent in their responses to questions that were grouped together to measure a common construct. A MANOVA was completed to examine different perceptions among sub groups. Principals in the sub group of 16-20 years of experience had higher mean scores for the construct of teacher evaluations as an ongoing process. No additional differences by construct were identified among the sub groups. Cronbach's alpha was utilized to measure the reliability of the survey instrument.